ICTs for Education in Africa
New Edited Version of Teacher Training Strategy Research - October 2004
This study was commissioned by SchoolNet Africa (SNA) in partnership with the Commonwealth of Learning (COL), the International Institute for Communication and Development (IICD) and the Open Society Initiative of Southern Africa (OSISA). It is the most extensive examination to date of teacher training in ICT in African countries at both pre-service and in-service level. Through documentary review, interviews and discussions with a broad range of stakeholders and service-providers involved in the field of African ICT training for teachers, this report has identified and listed as many of the ICT courses and programmes available to African teachers as possible. [1489]
Towards_a_Strategy_on_Developing_African_Teacher_Capabilit._01.pdf
Anneture_I_01.pdf
Annex_II_01.pdf
Annexure_III_01.pdf
ANNEXURE_IV_02.pdf
Africa: ICT's for non-formal education
More than half of Africa’s youth and adults do not have basic literacy skills and/or have not completed primary or secondary school. It is deeply concerning how little serious attention has been paid to the potential ways in which ICT can enhance such skills, as part of a pro-poor model of ICT for Development (ICT4D). Such work is crucial if the goals of Education for All (EFA) and the Millennium Development Goals (MDG) are to be achieved.
Source: Imfundo [1474]
ITEPA_01.pdf
What do you mean by ICT integration?
This article is titled, “What do you mean by ICT Integration?” because the purpose of this article is to document examples of ICT integration in an effort to demonstrate ways ICTs can be integrated into classroom teaching to enhance learning in Namibian schools. These models serve as examples of how computers can be used to promote learner-centred education and the approach used reflects a general movement away from “teaching computers” toward using ICTs as educational tools.
Source: Journal for Educational Reform in Namibia, [1463]
What_do_you_mean_by_ICT_integration.pdf
Computers for Africa: lessons learnt from introducing computers into schools in Mozambique
This article discusses research undertaken to document the process of introducing and using information and communication technology (ICT) in the secondary schools of Mozambique in the last three years of the 20th century. The research takes the form of a case study focused on the internet for Schools Project (IFSP), which is considered the first attempt to integrate computer-assisted education in Mozambique. The study identifies some important collateral aspects that developing countries should not underestimate when planning the dissemination of ICT in schools to accelerate the country’s future participation as an active member of the global information society. We ask three questions: “What happened? What worked? What did not work?” We then propose some recommendations for implementing computers in schools in other developing countries.
Source: inderscience.com [1460]
Computers_for_Africa.pdf
SchoolNetworking in Africa
This compendium covers a range of SchoolNets and school networking activities taking place across Africa. It sets out to provide as comprehensive a set of information as possible about each African SchoolNet and other African school networking activities or ICT related activities of relevance to school networking. School networking organizations and activities have been ordered alphabetically by country.
Source: SchoolNet Africa [1426]
Mkusanyiko_on_School_Networking_01.pdf
Understandings of education in an African village: the impact of information and communication technologies
This document presents the final report of an educational research project which investigated students’, teachers’, parents’ and other community members’ understandings of schooling in a rural village in Ghana. The project was also concerned with the impact of technological change on these understandings and the implications that this might have for development initiatives.
Source: Department for International Development (DFID) [1349]
understandedafrica_edpaper52.zip
Information and communications technology applied to the Millennium Development Goals
This series of essays deals with the role of information and communications technologies (ICT) in meeting the Millennium Development Goals (MDG). The essays try to counter naïve theories of technological determinism and suggest instead that technology is but one of many factors determining progress in achieving the Goals.
Source: developmentgateway [1273]
http://www.developmentgateway.org/node/133831/sdm/docview?
docid=840982
Using the internet in Namibian schools
This report evaluates the activities of SchoolNet Namibia and argues that programmes like this should aim to provide affordable access using open platforms, pay attention to longer term cost of ownership issues, leverage change through partnerships, work closely with governments, involve school principals and teachers, and seek to ensure that necessary capacities are developed in schools themselves.
Source: eldis [1272]
schoolnetnamibia.pdf
ICTs in Teacher Education
Educational systems around the world are under increasing pressure to use the new information and communication technologies (ICTs) to teach students the knowledge and skills they need in the 21st century.
Source: UNESCO [1023]
ICTs_in_teacher_education.pdf
Open Learning Through Distance Education
Open Learning through Distance Education is published three times per year by the South African Institute for Distance Education (SAIDE) Its aim is to stimulate debate and encourage the sharing of experiences around issues of quality distance education and resource-based learning practices in South Africa. Contributions are invited from anyone with an interest in these issues and are published subject to approval by the editorial board.
Source: SAIDE [987]
OLTDE.pdf
The changing faces of virtual education
The report demonstrates that there are several trends emerging that are likely to bring about radical changes to the way we think about the concepts of campus, curriculum, courses, teaching/learning processes, credentials/awards and the way ICTs can be utilised to enable and support learning. These trends, called "macro developments" in the report, include new venues for learning, the use of “learning objects” to define and store content, new organisational models, online learner support services, quality assurance models for virtual education and the continuing evolution of ICTs. Each of these "macro developments" is defined and described in separate chapters of the report.
Source: COL [948]
Virtual2_complete.pdf
The Impact of Media and Technology in Schools
There are two major approaches to using media and technology in schools. First, students can learn "from" media and technology, and second, they can learn "with" media and technology. Learning "from" media and technology is often referred to in terms such as instructional television, computer-based instruction, or integrated learning systems. [623]
http://www.athensacademy.org/instruct/media_tech/reeves0.html
Technologies for Education
To "tech" or not to "tech" education is not the question. The real question is how to harvest the power of technology to meet the challenges of the 21st century and make education relevant, responsive, and effective for anyone, anywhere, anytime. Drawing on the wealth of worldwide knowledge and experience, this book outlines the rationales and realities of Information and Communication Technologies (ICTs) for education, examines the options and choices for applying them, and summarizes a series of case studies that illustrate modalities of integrating ICTs into learning systems in different settings.
Source: UNESCO [622]
Technologies_for_Education.pdf
Improving Access to Education via Satellites in Africa: A Primer
The purpose of this Primer, "Improving Access to Education via Satellites in Africa" is to provide an overview of the opportunities afforded by recent developments in satellite technology in meeting educational and development needs especially in Sub-Saharan Africa. It has been commissioned by Imfundo as part of their mandate to use ICT in support of Educational Development and specifically as a contribution to Imfundo's Knowledge Bank.
Source: Imfundo: [621]
Satellites in Africa_ A Primer.pdf
The Changing Faces of Virtual Education
This paper reports on a study on the latest "macro developments" in virtual education. The report demonstrates that there are several trends emerging that are likely to bring about radical changes to the way we think about the concepts of campus, curriculum, courses, teaching/learning processes, credentials/awards and the way ICTs can be utilised to enable and support learning. .
Source: COL [620]
The Changing Faces of Virtual Education.pdf
Framing the discussion: the articulation of computers with teaching and learning
This paper arose in response to needs expressed from various quarters of the University of Cape Town for a conversation to be initiated about the possibilities and challenges of computers for teaching and learning in a research-led institution. One of the aims is an eventual institutional educational technology policy for UCT.
Source: Laura Czerniewicz [619]
Czerniewicz-Computers and Education Articulation.pdf
The Positive Business Case for Rural Telecommunications
In countries all around the world, the telecommunication industry is undergoing restructuring, usually with a visible sense of urgency. Why is this occurring ? First, it is increasingly evident that telecommunications and economic development are very closely linked. Intuitively, this seems logical. Scientific investigation and analysis has confirmed that the correlation between telecommunications and economic development is in fact very high.
Source: Devmedia [618]
http://www.devmedia.org/documents/Barr.htm
Analysis and Overview of case studies
Research report: as part of a research programme into Information and Communication Technology (ICT) sustainability factors. Funded by the Department of International Development (DFID) [617]
http://www.sustainableicts.org/Final%20Tech%20report%20for%
20Sus%20ICT%203101200...
Computers in secondary schools in developing countries: An analysis of costs
Including original data from South Africa and Zimbabwe
Source: Andy Cawthera [616]
An analysis of costs.pdf
School Networking in Africa
The main objective of the workshop was to support the development of national school networking initiatives in Africa by sharing and exchanging experiences of existing school networking projects operating in the various sub-regions of Africa.
Source: SchoolNet Africa [615]
OkahandjaReport.pdf
New Synergies for Recycling Information Technology Equipment
Computer technology continues to advance at a rapid pace. Since 1995, users in the developed part of the world have seen several generations of Pentium processors, beginning with the Pentium 100 and progressing to the Pentium IV, 2.67 GHz currently being sold. Although computing units are typically offered with a three-year guarantee, they are out of date within a year of purchase or less.
Source: UNESCO [614]
USED_IT_Meeting_(FINAL_REPO.pdf
E-Rate 1 0 1 : How the Program Works
The E-Rate is a federally-managed program that provides significant discounts on telecommunications technologies to schools and libraries in the United States. Discounts range from 20 percent to 90 percent and are based on the percentage of students participating in the federal school lunch program who are served by the school or library.
Source: benton.org [613]
E-RATE101_USA.pdf
The E-Rate in America: A Tale of Four Cities
The E-Rate is a federally-managed program that provides significant discounts on telecommunications technologies to schools and libraries in the United States. Discounts range from 20 percent to 90 percent and are based on the percentage of students participating in the federal school lunch program who are served by the school or library.The E-Rate is administered by the Universal Service Administrative Company (USAC), a private, not-for-profit corporation that is responsible for ensuring universal service to telecommunications services throughout the country.
Source: BENTON Foundation [611]
e-rate.4cities.pdf
Gender issues in the use of computers in education in Africa
This report is a desk review, commissioned by Imfundo:
Partnership for IT in education, which explores gender issues in the use of computers in education in Africa. Although there is currently little Africa specific research, European and north American research has consistently highlighted gender differences and inequalities in access to computers in education, in attitudes towards and use of computers, and on educational impact. This review draws on these findings, and those of broader research on gender in development and education in Africa, to highlight issues which are the basis for Gender Guidelines on the use of computers in schools and teacher education.
Source: Helen Derbyshire [610]
Gender Report.pdf
Evaluation of educational software for the African context
This evaluation report is the result of work jointly commissioned by SchoolNet Africa and Imfundo. The purpose of the evaluation was firstly to review currently available software in sub-Saharan Africa, with a specific focus on South Africa. Secondly, the intention was to model a process of reviewing educational software to develop the capacity of African educators to conduct such reviews on an ongoing basis. The data collected during this process was then adapted to develop an educator development module that will be used to guide educators in Sub-Saharan Africa on choosing and reviewing educational software. [605]
http://imfundo.digitalbrain.com/imfundo/web/teach/edusoft1/
ICTs for Special Needs Education
This study has been made possible through the support of the United Nations Educational, Scientific and Cultural Organization (UNESCO). A special thanks is due to Mr John Rose and Peter Schioler for their liaison with SchoolNet Africa. Both John and Peter saw the relevance and necessity of placing this pilot initiative within the framework of SchoolNet Africa's school networking support objective in Africa. We thank both John and Peter for their support and we hope to be working with UNESCO on the second phase of this initiative.
Source: SchoolNet Africa and UNESCO [609]
SpecialNeeds-March2002-v5.pdf
Best Practice in Education Portals
A key feature of the ongoing growth of the Worldwide Web over the past five years has been a proliferation of web portals that focus on supporting school education. While many such sites require subscription and registration, there are large numbers that deliver services free of charge to anyone with Internet access. This research project has focused on identifying a representative sample of these sites, describing the services that they offer, and distilling an understanding of emerging best practice. In completing the latter task, we have not constrained ourselves to data gathered during this research project, although all of that data is attached as an annexure to this report.
Source: SchoolNet Africa [608]
Best_Practices_in_Education_portals.pdf
Baseline Scan on School Networking in Africa
This research surveys the extent of school networking activities in Africa by focusing on ICT and related activities in the formal school systems in Africa. The research covers the experience in 30 African countries where it is known that school networking activities are taking place.
Source: SchoolNet Africa [607]
SchoolNet_in_Africa__a_baseline_scan.pdf
Affordable Bandwidth for African Schools
SchoolNet Africa has already completed a study on education rate or "e-rate" policy frameworks in 8 countries. To date there are four countries in Africa who have begun to establish e-rate policies. This research project proposes to investigate four models of e-rate in Africa: South Africa, Egypt, Senegal and Cameroon in order to inform policy-makers in Africa on the lessons thus far in developing e-rate policies as part of univesal access policy prescriptions.
Source: SchoolNet Africa [606]
Affordable Bandwidth for African Schools.pdf